The College Record, April 21, 1893

Ttl~ GOLLEGE R~GORD.
ISSEUD TWICE EACH MONTH, AT LOGAN, UTAH. SUBSCRIPTION,
75 CENTS PER YEAR.
Entered ttt ~he Post office. Logan, Utah, as sceon<l-clnss mnttet·.
VOL I. LOGAN, UTAH, APRIL 21, 1893. NO. tO
EolrORIAL.s. I a girl,' is to be debated in the Plti-
GEo. II, RoBINSON, L. P. CARno:o. 1o m at.l 1 1· c F n·c1 ay m·g ht.
L. C. POND,
E. G. DAVI S-LOCALS.
GEo. UDALL.
IDA MITCHELL.
ExcHANGES.
MA UDE \\'ORT IIINGTON, ED:OA CARDON.
BuSINESS MANAGERS.
. B. IR\' INE. ' . s. P?ND,
. !~ LOCAL AND EDITORIAL
'\: ___..,_...,_
What a t<tillnt>r:;s exi.,tecl in the
hall~:; ~Ionclay and Tuesday! l\Iiss
Worthington and l\Jiss Cardon were
in Halt Lake City .
Our military department is on
tlw m:ueh. \\' e hope our new go,·­e}
·nor 11 ill supply us with a com­plete
set of arm~;;.
The B. Y. College was largely The Brigham Young College
r epre~entNl at Conference. Alumni will hold their aunual
mceti ng at the end of this school
ThH prP,ent state of the 1\'t>ather year. Th(' Y expect to havea gram!
s \'t>ry di,:eouraging to the botany I ball and bauquet.
la!':;.
Timely :1 nrl ,-aluable i nstrnctions
1r e;·p gil'l·n the students in our gen­end
meeting on \\'edtH:''day last.
It is to the credit of the editors
The .\.g ricultural College Exper­iment
Station has lately issued it::<
''Third Annual Report.' Send for
one and make a study of it.
All the studcntB who attended
at nothing of a pcr1-'onal cbarac- the dedication of the Salt Lake
appears in the colunJns of the Temple say the services were sim­ple,
appropriate and beautiful, and
that the delicate beauty and gran­that
a boy has a bE't- deur of the interior of the great e eli­chance
for enjoyment than has fiee is beyond expression.
102 TIll·: COLLEGE H. ECO RD.
The chf's in botanY is '-OOn to
take a trip bv rail to the lo11·er val­ley
for the purpose of practiee in
micrnscopical analysi>'. and al~o to
collect son1e i<pecimens for tntUJl·
class work.
mage, C'Urator of the Dt~serct :\lu:-;e­um,
haR been .:>tlercd tho chair of
biology and metallurgy iu the Uni­versitv
of Utah. Dr. Talmage is a
fine t~arhcr and an accomplished
:;:cholar. We 5hall regret to fit!e him
leave the Church School service,
Conference is over, and we have l!l't we ll'i:-;h him every success i n
resolved to ply arduou'ly our 1 case he shall enter the Univer,.;ity
studie~ for th_e rei.naining Ei_x weeks I as 2• professor. If he does not. how­of
schooL \\ e will now qmt pleas· ever, 'hy 11ot employ the talented
nre secJ..ing, except that which profeRRor to di\·ide his tin1e among
is the result of new acquisition of the three leading Church Fchools at
lm01dedge and a sense of duty. I Logan, Salt Lake City, and Provo·?
The beautiful r<unny days of last The mcmhers of the local stafl'
week alm. ost made . one believe V.lS.1 te d t h e U 11.1 \'el'l'l' t )' \\' h'1l em· R l t dl
that ~:<pnng had arnve. d, but the La k· e c'·1 ty. \\' f l I l t t eo )OUIH o ac-late
snowstorms have chspelled our
1
d h t f p f
know e O'e t e eour esy o ro .
pleasant dreams and have shown I ~, 1
\V D N 1 f th
1 b · 1 Kerr anu ';\ r. . . ea o e us 10w near we were to e1ng c e- ft'
· d Cuao~H'LE sta . Ce!VC •
1 These gentlemen ushered u,·
throngh the entire building and
The College boys got out on the
1
initiated uR into the mysteries
green last Saturday and f~ayed an t~€' Univerr::ity Musenm-t~1e spe­expert
game of baseball. I he ·core e1mens of art a'ld wondcr;:ul col­made
by the first innings was 2G to lections of for-;sils and samples
25. The boys are now looking for antiquity.
some morE> scientifiic game, some­thii
g nearer their stanclanl-foot­ball
or steal-stick. .
We regret that Mr. Bramwc1l has
'He gave t.o misery all he had-a
tear. He gained from heaven ('t\\·as
all he wished) a friend.'
resigned his office in the Philo- One of the ablPst educational
mathic, and the leadership of the pers reaching our table is the CoL­College
choir, and has discontinued LEGE REcoan, issued twice each
school; also that Mr. Hulme has month by the studE>nts of the Brig­discontinued.
Hence the changes haru Young College, Logan.
in our editorial staff. of its papers are ahlc enough to
credit to any magazine in the conn
\V e observe that Dr. J as. E. Tal- t1-y.- Ogden Standard.
TllE COLLEGE RECORD. 103
DESIGN IN NATURE.
IX.
Kant, the great Cierman philoso­p
h er, gives it as his opinion that
the proofs drawn f rom nature of
the exiFtence of the Deity is 'aR
old a the rea.on of man.' In sup­por
t of this opinion, q notations may
be made from various writers.
Anaxagoras, born about five hun­dred
years before the Chri~tian era,
argued that 'mind must be admit­ted
as controlling everything in the
world, because everything indicates
dcl'ign.'
A quotation ft·om Socrates ha;.:
already been given. It continues
in these \\'Ords:
Cicem (lOG-43 B. C. ) in one of
his treatiser:;, makes Velleiu' o:ay:
We cannot but be satisfied of the exis­tence
of a deity, because all, as well fools
as philosophers, are possessed with in­!(
rafted, or rather innate and con natural
apprehensions of one.
The argument here alluded to i;;
a btrong one. It is that there muf't
be a God, from the fact that all
have intuitive conceptions of a per­fect
bt-i 11g, who i,; therefore the nec­essary
com ple111en t of human facul­ties,
and ..vithont whom the~e facul­tie
· have no explanation. It is not
strictly a design argument, holl·­ever.
by the method of analogy.
When you view an imal(e or a picture,
you imagine it wrought by art; when you
behold afar otf a ship under sail, you jud!(e
it is steered by reason and art; when you
see a dial or a water-clock, you believe the
hours are showed by art and ;;ot by
chance: can yt>u then imal(ine that the uni­Yerse,
which contains all arts and all arti­ficers,
can l'e void of rea;on, void of under­standing'
Is it not to be admired that the ears If that sphere lately made by our friend
shou ld take in sounds of every sort and yet Posedonius, which shows the course of the
not be too much filled with them? That the sun, moon, and five wandering stars [plan­fore
teeth of the animal should be formed ets I as it is every day and ni!(ht performed,
in such a manner as is e' idently best fitted were carried into Scythia or Britain, who
for the cutting- of its food, as those on the in these barbarous countries would doubt
side for !(rin~ing it to t·ieces? . That the I that reason p~esided in that work?
m•.wth tl11oug 1 whtch the food ts convey- lie contmues that Archimedes,
ed should l·e placed S<> near the nose and in representing the motions of the
eyes as to prevent the passage unnoticed of 1
whatever is unfit for nourislunenl? * * And g],)he, does not show a kr,owledge
canst thou still doubt, Aristodemu 5, equal to that of the power w bieb
whether a disposition nf parts like this causes these motions, since 'the
should be the work of chance or of wisdom copy is so infinitely beneath the
:tnd contrivance? original.'
It seems that Socrate::; aimed Thomas Aquinas (1227-1274
rather to illustrate the Creator'' says the existence of God may be
wisdom and power tha11 to prove proved iu five ways, of 'rhich only
H i s existence. t h e fifth is of a kind similar to the
101 TilE COLLEGE RECORD
rl'n.soning in the!<e artil'IP:'. Thi:< '·ill. Th0ret'orc, he who gal'e to
argument is that the exi~te11<'C of the inferior creatmes what they
tl1e deity may he infern·d ··from I ave, is the flame who gav0 to man
the go\·ernment of thing~:' what he has.'
For we see that certain thin!(S without
intelligence, as natur;tl bodies lor instance,
work according to a purpose, whicn ap­pears
from this because they always, or
v~ry often, work in the same way as if they
lollowed that which was best. Whence it
is plain that they reach the result, not by
chance, but by intention. But things with­out
thought would not work to a purpose
unless tl1ey were directed by ~ome con­scious
and intelligent belllg, as an arrow by
a bowman. Therefore there is some intel­ligent
being by whom all things in nature
are directed to an end: and this being, we
say , is God.
Raymond Sebonde, a profe~sor at
Toulouse, in 1406 publi. hed a
'~atural Theology.' The follow­ing
is an extract:
Two books have been given to man by
God; namely: the book of the whole uni­verse
of created things, or the book of na­ture;
and the other is the book of the Sa­cred
Scriptures. The fir~t book was given
to man from the beginning, when the world
was made, because any creature you please
is nothing else than a certain letter written
by the finger of God; and from many crea­tures,
as from many letters, a book is com­posed.
Thus is composed the b0ok of
creatures, in which book man also is inclu­ded,
and is the chief letter of it all. * * *
Moreover the first b0ok, that is, the book
of nature, cannot be falsified nor destroyed,
nor wrongly interpreted; for this reason,
even heretics cannot misunderstand it, nor
can any one become a heretic by reason
of it.
Sebonde proceeds to show that
'man has collectively all those
things which other creatures have
severally;' that is, ''existence, life,
sensation, intelligence, and free
Now it is impossible that all these creat­ures
should have imparted to themselves
what they possess: and yet it has been im­parted
and measured out. Therefore some
being superior to them all has arranged, ap­portio,
led, and limited all those things, and
given its portion to each creature. The
same master, the same artificer, the sam!!
hand, has arranged all things in order and
given to each its appropriate place: and it
is the same being who cau ed pilnts to rise
above the elements in rank, and animals
above trees, and men above animals.
The foregoing argunwnt from the
order of nature has become very
prominent in modern times, and
may hereafter be treated in theee
articlero. Henry .:\[ore, in 1662,
made some Ul-'e of the Rame kind of
argument.
That the rising and setting of the lights
of heaven, the vicissitude of day and night,
winter and summer, as being ordered and
guided as if they had been settled by exqui­site
consultation and the clearest knowl­edge;
therefore, that which did thus or
dain them is a knowing principle, able to
move, alter and guide matter according to
his own will and pleasure; that is to say,
there is a God.
From the Logan ,Jnurnal.
EDITOR JouR:\'AL:-As some of
your readers were previously aware
and as others learned from the ar­ticle
you recently reprinted from
the College Record, it baR been my
lot to furnish the Record a few ar­ticle
» entitled ''Design in Nature.'
The articles aimed to set forth in
simple language the truth that.
th rough the interpretatiqn of scien·
tific facts we get strong and clear
TilE COLLEGE RECORD. 10)
evidence of an illtclligent and bene
ficent l<'irst c,w,;e.
The Univen:ity Chmnirle cntt­ci~
ed the article~, ~<Lying antOng
other thin.!{s th:Lt:
N'ot even though the necessity fu:· the
existence of an i'tellij!ence govPrning
nature iti pru\'ed to a eertarnty, does it
follow that a particular deity-whose ex
istencc, to say the least, is somewhat
deubtful-must be th:tt intelligerwe.
Then it is assumtd that. those who take
an opposite view to that of the writer
ascribe all the p11enomena of narure to
chance. We fear the professor, with all
his learning. knows Lut. little of the
writings of eminent evolutionists and
agnostics el,.;e he would kuow tt--at they,
and they alone, have sbo\\'n the 'xist­ence
of orderly sequence in naturd.
In my andwer to thi:; I invited
the critic to prove sorne of his own
asRumptions; 1·iz:
1. Tl1at intelligence i8 not nere~sar ily
that of a particular or personal being.
2. That there is some other fHCllll'
than uesign and chance in the produc­tion
of events and thin)!s
3. That evC'lutionists ar .. the> only
JW'ple th:1t have <liscovereu orrherly se­quence
in nature
-------------
reply and the u~mal article. I a.p·
pended the reply a~ part of t.he ur­ticle
on ''Design in ~ature.' There
was not space enough for both. a.n:l
the printer omitted the article and
gave the heading which appeared
to the reply
I am glad to learn that tne
Chronicle rloes not represent the
University in any official way. I
supposed it. did, being informed
that the professors had pledged
them..,el ves to bear p:1.rt of the ex­penses
in case it did not becnme
self-supporting, aml from the fact
that a printed l:!lip accomp:lll_ving
the first number of the Chronirle
I received C·)ntained an implica­tion
of offieial conneetion bP­tween
the paper and the U n i ver­sity.
Having corrected the impres:>ion
th:1t the Uni1·ersity is ro~pons­ible
for what appear::; in the Chmn­iclc,
it wunl<l ;tceord with my de­sires
to say no more. Yet some­thing
more should be said, as will
.J.. That the .,,·olution theory, if true, appear.
would in,•alid .te the argt1111eut for de- Here is ;\Ir. Roylance's defcnl'e of
sign in nattll't'.
l\Ir. l{r'·'·lance. editor of the
C'hrnnirlr•, ll:l'-' t11ade a I'C)Jh·.
l~i r-t Itt· o' lj •cti'1 to ~he he;uling,
·Qttc:>tiotwble Teaching,'' a~ throw­ng
unwarranted su,;picion on tile
University Faculty. His objec­tion
i~ a good otw. This heading
not mine. I wa. in Salt Lake
and the printer inserted this b•ad­without
my knowledge or consent,
nclleft out the heading ·•J)er;ign in
ature' which I wrote for both the
the first prop.),;ition above;
I ~aid nothing about per~onal intelli­gance.
\\'hat I <lid say was, tb.tt l'\'Cn
though the necessity for the existence of
an tnteJ:i~ence governing nature is
proven to a certainty, it Joes not follow
that a particular deiLy must be that in­tellill;
ence. Allowing Prof. Paul's infer·
enee, 'that if intelligence is manifested
anywhere, such intelligence belongs to a
pet sonality; and evPn allowinJZ' that there
exists an analogy I.Jetween the limited
unite 111ind whu,;t WOL'kings are known to
ns, and tbe uulitnited infinite intelli­gence
necessn ry for the governing of the
1)5 TilE CuLLEGE RECORD.
nniveroe, even then the <~r!!''''L'nt io not I plain people, derived from the
('}e,~re,lof fallacy. ,\llow~'g th,tt thi~ in- simple and ennobling furmu!a in
telltgence must nc<'e~sanly be per''''' • L · · II · h I 1 d
there still remains the queHrion, '\\'l,n entlCUR: e IS t e ... ord; ... or
orwhatisthispersonalit.v'?' ltiswontl of the hungry wioow and alsoofthe
by analo~y that toe unknown intintt> in- full land-owner; Lord of the. oue
tell igencfl in SOillC way re;e1n bles the ]1Jst ear as well as of the gathered
known tinite intelligence; hot Prof. Paul i 1 ock~· 1 0 d f tl tl d 11 . ~ . . . ~ 1 ', _, r o 1 e ea r 1 au a
substitutes an unknown ll• h1s equatiOn . . h . . .
without any \lOrd of proof ~s to its pas- ttmt 1;.; t erem. It a Law-gt~'er has
scssing the necessary qualitieg-,uflki- been proved, that is su{Iicient; and
ent rt>,eml.Jlance to the known. Pe!l~aps it need not be ~hown what par­he
will say .that God, as taught by Moses, ticular deity we mean 11·hen we re-is
generally accceote<l as posse~sing r t H' '
l l . . 1 · 1 . h. ter o 1111. t tesc qna 1t1es. n t liS case, 1s argu
ment tends only to demonstrate an
alreal1y known and obvious truth, and
is, therefore, valueless, ex~.:ept as a speci­men
of logic.
. In philosophy 'p:trticular deity'
usually signifies a per:sonal deity,
and is opposed to a general or
pantheistic deit_v. But taking
Mr. Roylance at his own interpreta­tion,
does it fare any better with
him?
I cannot advise any one to try to
find out my meaning through a
study of Mr. Roylance's explanation
of it. l\Iost people will find it suf­ficiently
difficult to di:Jcover from
the foregoing what he is driviug at.
But if the reader could be induced
to study the foregoing quotation
long enoug:1 and intently enough
to disentangle the meaning from
the words in which it is involved,
he would find that the meaning is
\probably) this: Granted that an
intelligent being has been shown to
exist as the governor of nature,
'till it does not follow that 'God as
taught by :Jioses' io that being.
New, my idea of 'God as taught
by Moses, is, like that of most other
But my previous artieles showed
that there is not only plrm but pur­pose
realized in 11ature, and pur­pooe
proves will. ::\ot only purpose
but benefice11t purpose was shown,
su,:gesting :1ffeetion; and the argu­ment
is not completed as _yet. The
contention that only intelligence
has been proved, is not true; and if
it were true, yet that proof would
be quite enough for any conclusion
thus far deduced, and quite enough
to F<atisfy most persons.
The articles are merely exercises
in logic. They were nevar 111 tended
as a new revelation or dis penr-;arion;
nor was there any Ruch thought in
IllY mind as that the exiRtenee of
God is so much in fJUCRtion thot it
must neerls be established by long
processes of rea ·oning, But hav­ing
set my:self the tnRk of digesting
some of the learned works on the
subject, I found it a hdp to repro­duce
their arguments in my own
language and with some modifica­Lion,
chiefly in matters of detail. I
have hardly begu11 this pleasant
labor, however, when I arn met with
TilE COLLEGE RECORD. 107
jeers and intimati<llll:' uf ignoranee, I Even with these eva~iona and
hypocri:;y, Ullfairnv::-f-:, malice and ameodnw11ts, the l:'tatetllcnt i~ only
other delectable pt·r,.,onal qualitic~. partially true, as is ali-;o t!Jis whil'h
I repeat that it is a ple;t,;ure to follows:
learn that these attacks repre~ent Coperuicn~ and Newton proved the
neither the Fa.culL' of the U 11 i ver- exi~terH'e of Ia w and order in the mo,·e-
J rnent of the planets, but this had no-sity
nor the student'l tl1erein, but thing to do with ;;p~nce as to org~mic
only the editor or the Un•:versity nature.
Chronicle. All that the modern theory of
ThcJ second proposition l\lr. Roy- evolution has done is simply to
lance ignores altogether. This i~ rerluce many phePomena of biology
unfortunate, in it is involved th.:; to the reign of natural law, where
answer to the fourth. The fourth vastiy the greater part of tht' uni­he
answer;:; by <lenying that he w·rse \\·as already. E1·olution in
made such an as~->umvtion. The general i!:-> no new thing, and is
third is the other to w b ich he gives atheistic O_!lly when it claims that
amn>er. nature can cio, \Yithout intetl-
Thi~ is what :\Jr. Roylance said tion, preC'ioely wh: .t man cnr1
in his fir~t eritici~m: do •mly by foresighL, skill and
We fear the pnfcssor, with all Ill~ intention; namely, that it can
le<1.rning, know:; buL little nf the writ select and pr(lpagate only fit form:::,
ings of cmine11t evolutionists and ag- or those \\'hieh we recognize as
n(Js 1ic;, else he woulu knol\' that they wisely constru('ttcl. The doctrine
and they alone have shown the exist-ence
of orderly sequence in nature. of eha1wc in~tead of cle'ign or provi­He
1\'RS remind<•d that his state- dential care makes a great differ­ellce
in the implication of the
theory of evolution. Cudworth. in
t.he year lG/8, said:
nw 11 t i~ fal~f'. Now he says this:
Prof. P,wl l'annot ~how that any ~ys­telll
of CONIIIiC philoM•phy antedating tha~
,,f ,,odern e\·u:ution e\'en at ten•ptPd tr,
denlull.lirate the existence of orderly se
15ut our atomie atheists • * affirm
that this earth of ours at first brou!(ht
forth diYers and monstrous eltapes of
C)liPI>t:l' i11 nature as n.1chole. animals, '~onw without ieet, S'>nre
The 11 orr!;;: in italic' show the witlrout han(l~, son1e without mumh and
eh;111ge:-- tli, t·ritic ha..: made in hi.:
fin:-t statement. ''Cosmic philos­ophy''
i;;: a va~-;tly different thing
frorn '·orderly se(1uenet>,' and by
face,' etc. * * * But they prctenrl
that thPse monstrous, irregul<>r shapes
of animals arC' not now to be found. be­cause
by reason of their inept fabric,
they could not propagfl.te tbeir kind by
adding the (>X 're;.sion 'as a whole' o-eneratiun a~ neither inueed preserve
he co~siderabiy ehangps the idea ~heir own' existence. And that this
of 'sequence in nature.' So also, atheistic <loctrinP was oliler than Epi-c
,, . . . _ , cnrus, appeareth from thPse words of
sho11 111 the first, gnes wa_\ to I Aristotle: ' ·Whtn auimals happened
'dcmo~1strate' in t' e seconrl--a tube made at firot in ldl mauner of
very different word here. forms, thosP of them only were pre-
!'liE COLLEGE RECORD.
eerved and continue·! to tl•e l'' ~-''' 1t
time, whil·h cban.:ed to he filly JlJadt·;
lmt all others perished.'
gratuitious insult, written by a
person whom I have never met.
If the reader should be surprised
Ancl this appears to bl~ th!- that anything so di::>Hppointing
genuine old theory, which my rritic as the venomous diatribe aim­thinks
is new and yet seems afraid ed at me by the editor of
to champion. the Chrrmil'le, slwuld go forth as
In other plaees th<1 critic de· if from the U ni 1·er~i t.1· l'tuden tF,
mands to know whether 'it is many of whom I know as respected
manifestly wrong to critici~:>e a per- friends, it may be correctly said
son so immaculate as Prof. Paul.' that the article is all the better fo r
To this pleasantry he adds furthrr that; otherwise it would not be
that I am either ''hypocritical or a good concln~ion and MlnJmary of
absurd;' that my ''defense ifi a the argument of the editor who it~
questionable support' to theology, bringing odium upon the Univer­a~
he has 'ohown;' that I have. sity by pnblil4hing aH edito rials
·'with evident intent to drceivP,' jwhat is truly representative of
infl'rred that he opposes religion; neither teacherl4, student~, nor pn.t­and,
finally, that ·'true religion- rons, and by libeling a friend of
the broadest and the best-[hear! the institution he misrepresents.
hear!] can very well do 'ithout .J. H. PAUL.
such sophistry as that indulged in [The following ,,·as rPceil·ed aftPr the
by Prof. Paul.' aliove was in typP and just as we were
voing to !ti'C~S-ED. JontXAI,.I
~ow, there is i4omething grates- To THE Emnm OF 'fiiE UNrvERSJTY
nue in all this, coming from a per-
R.1o n .. who declares the simple ex- Chtonicle:
i. tcnce of the deity very doubtful. In the reply to Prof. Paul pub-lished
in your paper it is stated
If we put these contrastrd pieces that he 'lets pass n0 opportunity
of testimony sirle by side, we may of trying to injure the reputation
inde!'d fail to find out just what of +he Oniven;ity.' I dec;dedly
l\Ir. Roylance does believe, but we disagree with the writer. Prof.
shall acquire a judicinl balance of P9.ul, as late as last Saturday at the
convention of F<uperintendents.
mind by which to estimate the championed the cause of the Uni-worth
of whatever else he says. versity of Utah. I know of noth­So
that the concluding sentence, ing that he has said or written that
which charges me with being ''un- could in anv wav be taken as a
fair.' ·'malicious,' and with letting blow at Unive,·;it.v, except what
pass ''no opportunity of trying to was repu blif3hed in the Logan
JouRNAL in his reply to the criti­injure
the reputation of the Uni- cism in the Chronicle of his papers
versity,' may be passed over with on 'Design in Nature.' I
the remark that the last part of it personally and intimately
is a libel. and the first part a q uaiuted with Prof. Paul,
T II E C 0 L L E G E R E C 0 R 1>, 10~
tl,ink he has ne1t·r intenrled to in­jure
the Univer,.:ity, but,ou the con­trary,
I believe thftt in him the
UJ,iversity ha>; <L ~trong friend.
J. T. KT:-i<iSBU!tY.
ArLing President.
CHURCH AND SCHOOL
\\'hat if' r·ducation? Human de­Yelopment.
What factors aid in
deYel,)ping man? The school, the
the church, the home ancl society. If
each docs its part wrll and n1an i1<
a faithful workn, a high degree of
1levelopment will be reached in the
individual. In the education of
man no part of hiH nature can re­main
uncle\·elaped. He is a physi­cal
being, a spiritual being. am! an
intellectual being. CultiYate his
intellect only by letting the school
rlo a 11 the \York and man bcconws
a1: infidel. CultiYate his spiritual­ity
only and he will be a fanatic.
His physical only and he is a ~;av­age.
The proper rlcvelopment and
balancing of hit> three nature!3 make
the perfect being.
A cry is being raised in some
parts, that state universities are
turning out infidels'? This is, per­haps,
true, but why blame the state
!'lCllools for doing their work \Yell­training
the intellect only-if they
do make infidels. \Yhy not infuse
a deeper spirituality into the
church? Would not this counter­act
the work of the school? Has
the Christian church made as much
progress the last fifty years as the
school? I don't know·. Who will
an:-:wer the y uestion 1
The vhureh den.!::; with man''' mo­tive
nature, refines his sensibilit.y,
anrl dcepcm; bis F<pirituality. The
Hrhool teachPs him to think. in­vestigate,
and com pn.rc. T either
the ch11rch nor the school could be
banished from ~ncicty, because
both are needed in developing the
ind i vid nal. These two factors with
their auxiliaries ,.:hould devclo]J
beings that could reason. prny, and
work. The only danger from these
factors that might ~<ccm to thrE>aten
society would be an unnatural riv­alry
bet11een the two systen1s.
From this, ho1Yever. there is little
to fear. as t.!wre is a powerful fac­tor
arif'ing on m iclrlle ground be­tween
the state uniYersitics and the
chnrc~1. ThiH is the liberal en­dowment
and free >;upport of
Church schools. Both religiout>
instruction and intellectual train­ing
come within the environments
of the church ~choo 1. 'l'he teachers
in church schools are equally in­terer;
ted in church and state. The
mission of the ch nrch S' hools is to
make their pu pi Is faithful to the
church and loyal to thell' country.
Each school has its own particu­lar
mission to fill. There is room
for all and need of more. J\: o UJJ­kind
criticism should be · made by
any. Let the schools support the
church; the church, the schools.
Society needs both.
w. H. APPERLEY,
110 THE COLLEGE RECORD.
ETHICS. be more complex thnn intellectual
science, which is the product. of the
(CONTI 'UED.) intellect only.
Other definition~; and remarh: I The office of the intellect is to
Paley, 'Ethics is that science furniah ideas. Witlwut intellect
which teach<'t:~ men their duty and there could be no moral philo;;ophy,
the reason of it.' Wayland, ''The but intellect alo11e ean furni:>h
~cienf:e of moral law.' Fairchild, neither motives nor authority.
''The science of obligation or duty.' Brutes arc inqJellcd to action by
In considering the suLject of in~;tinct, or. impulRP without know­Ethic~
we will take the definition ing why, but man is free to choose
quoted frorr Hopkin::; in our last and his conduct from choice makes
notes, and here repeated; 'Ethic~ him a rational. moral being.
is the science of man, choooing and l£~Ii\IA STODDARD.
acting from choice, under moral
law''
From the above definition the
RubjPct is uaturally divided under
theoretical morals, and practical
morab. It also makm; man a ra­tional
Leing as well as a moral
being. There must also be sensi­bility
for motive~. and will f<,r
Knowing is from the intellect,
choice and volition from the will,
and feeling from the sensibility.
Sensibility is of greater diversity
than the will or the intellect.
Affections, emotions, passions.
etc., are forms of the sensibility.
\\'e have a f'atisfaction in knowing
choice; and as a man acts under and doing, and this satisfaction
moral law, he must have a moral con1es from the sensibility. \\'lwn
nature through which moral la''' the will acts with the moral nature.
is seen. the l'ntisfaction is more intens<>.
Our Author says tl at ''we can no Knowledge \\ ould 1~ot be pursued
more ha1·e moral scicne<' without if it brought 110 f'ati~fa< tiun; a1,d
a moral nature than we can ha Ye '''hat i;; true of k 11011 h·du:c, m u,.;.
intellectual ~:~ciencc without an in- also, be true of virtue. \'irtne caJJ­tellectual
nature.' The moral na- not exist independent of the ,,·ill.
turc is the outcome of the 1'ensi- The willing, ,·irtuous act. bringF ''
bility, the will. and the intellect. the virtuom per:<on tlH' highest eu-
This science has nothing to do joyment and the deepest eatisfac­with
things, it treatH of persons tion. The 1·irtuous net is a11JO
only, as acting and choosing from rational; for if it rel'ultecl in no
choice, thus making man a free
1
good to the agent or the receiver,
agent. It takes the sensibility, the it would not be contiuued; it thus
will, and the intellect, combined follows that nCithcr moral actious
with the moral natt~rc to gi1·e nor moral idea.· can exist without
moral science. This scie11ce must a sensibility. There can be no
T II E C 0 L LEGE R E C 0 RD. 111
-- - - I
right or wrnng,jnstice or injufitice, @~ ~'l»l :~~~~ <>,~~
rights or obligatiom, only with per- f S h 1 d A ' t' J·~
S0t1f.. '·ho arl~ capable of enjoyment ' G 00 s an SSOGla lOllS. I
or ;;u fTering. The exiRtPnce of be- ~~~:'f~~~~~1> ~~
ings having a sensibility anrl. mo- ~....,._..._
tive:=;. is a prerequisite to moral
ic!Pas. Those ideas can have no
1
TEACHING OF R.EADI G.
uch rel::ttions in the nature of CONT t ~uEo.
thinrs. af' have those of !'pace and I In the third reader, supplcmen­t
inle and mathematics, hut only to tary reading may be practiHcd. It
tl1e nature of persons. and of these should be brief, pointed. and inter­as
capable of enjoymrnt and Rntfer- esting. Descriptions of animalH in
ing. \\'e thus have to deal iu natural history, of pla,•es in geog­ethics
with the product of the in- raphy, of heroe,; in history, of fairy
• tcllcct, the ~~· ill. the c;enfiibility, and tales from the best ~~rit<~rs only,
the moral nature combined. and simple Bible stories are good
JE ·sET. REESE. exercises.
In the fourth rea<ler the analysis
of logical thought is begun by dis-
Supt. C. B. Gilbert, of St. Paul crimination in emphaois. force, in­sc
hoolR, has the following to say flection, etc. N'tHI' the pupils are lerl
concerning the appointment of to give reason!' for reading a selec­teachers:
tion in such and such a way, bu~
''Good teachers will make good these reasons must not he made too
~f'hools with or without good dour- / prominent, for their chief work still
f'es of study or suitable applianees, is acquiring the thought from the
and poor teachers will make poor printed pages.
schools under all circumstances. Xow the new words nec:d not be
Only tlw!:'e teachers shonld be ap- introduced before the lec:son; their
pointeJ or reappointed who will meaning will be learned partly
serve the public well. The fact from their po!'ition in lhe 'cntence,
that an incompetent teacher hal5 and if not tsufficiently explained
held a position for a long time is an ther<', by turning to their book defi­argument
not for retention but for nitions or the dictionary. Supple­his
rejection. The argument that mentary reading is continued and
the public should still be mulcted extended.
to suvport those unworthy becau~e In the fifth reader, logical analy­it
has for a long time been FO is of the thought expreR,ed he­mulcted,
is like saying that a man comes a regular part of the study:
who has robbed you for a long time and the vupils arc led to appre·
undetected, now has the right to ciate natural history, natural sci­rob
you forever.' er;ce, literature, history of mankind,
12 TilE COLLEGE RECORD.
mel whatever cl~e intercRts grown
eople. They will no llOthing hy
ray of preparing tlwir reading lcs­:
on for next clay except af! their
uC'achcr interests them beforehand
J)' anecdotes. illustrations, or ob-rvations
The Rtuclents should
oe led to search and study the clic­onary.
E,•ery school should have a good
lictionary. It is one of the most
wofitaLle book~ for :;tudy; it con-track
of the meaning. the.'· an' like·
ly to hunt it out. It i;; not impor­tant
that the studentR understand
everything in the supplemenhry
reading. It is enough that they
are interested in it, anJ get some
idea of it.
Rightly conducted the reading
lesson is a sort of universal educa­tional
exerci;;e. In it you will
teach the pupils how to ~tudy books.
the 1nost valuable of all attain-tains
something from eYery writer; ments acquired in school. You
it is natural and intereRting when will teach them the art of silent
once it> ac<1uirecl the habit of con - reading. and alf'o effective uatural
sultilig it. reading, <~.loud, to be graceful and •
Do not make a display of formal natural in manner and clear in
Plocution. The chapter:O on elocu- thought. You will teach them to
tion in the Franklin fourth and n1emorize and recite gemf< in ver c.
fifth rea<lerf', suffieien tly indicate You will teach hi~ tory, biography,
what ma..v be done in this direction. traYel~, natur,d science, and the
All the worl> therfi laid down is that \\·hole circle of general knO\\·leclge.
of ripe ~->cholars and talented teach- In thi;; ]e .. son, above all teach
en;. The Rchool readers are to be them to read, antl when they have
nJasterccl. They arc to be chewed ·~ completed the fifth reader tlwy
and digested, not tasted :tlid swal- should be able to read nn.turally.
luwed; hut do not confine yourself ! flu ently, and int.elligentlj·. Have
to these books. They will grt>W old them do more re<tding tlmn any­with
yourself and the children. Let thing else. It i,.; tlw h,t,i;; <>fa gn·at
the reading of U. S. Ui:;tory or part of human ]parning. Etluc;: ·
PbyHiology. or both, altcrn;Lte with tion is in tlwir gra;-;p when they can
the regular reading lesRons. Alf':o read. Prcci:-;ion in J<•Mling bege · '
u~e natural history aml l:!U pplemen · precit>ion in ~' p'ak i ng. which on],·
tary reading. EYcry piece used \ COOlf't:l from cletinitc and orderly
should have some positive merit, I thought. l{eading is the most im­and
most of them should be the portant branch taught, and mall.Y
productions of standard a 11 thors. other branches are merely aidR to
Re not over-anxious in reading to it or different phac;es of it.
keep down to the lcYel of tho stu- Knowing the importance of this
dents' comprehension. They un- branch the teacher, himself a good
<krstand more than they are giYen reader, both silent and oral, or de­credit
for, and if they get upon the termined to become onP, \lill im-
TilE COLLEGE RECORD. 11]
pres~ upon his students the fact./ bands it to a pupil and a~ks:
that they w;IJ be known as schol- 'How many ha.R Charles?'' Pu­ars
simply from their reading and pil~: 'Charles has one.'' Teacher;
speaking.
1
'·Charles, give it to m_e. ~ow how
CLAitA ~EBEKEH. many has Charles?' Pupils:
~ ''Charles has none.' Teacher;
THE TEACHING OF AR.ITH/1ETIC. ·'How many have I?' Pupils;
''You have onr.'
Summary of Class Instruction.
The work of the first year in
Ari th nJCtic em brace,; the study of
numbers 1, :2. 3, 4, ;). o, 7, 8, n, and
lt1.
Each number is studied in all its
possible operations; the first slf]J
is the tPaching of the number one.
lt will be readily ~een that it can
be measured by ite:elf. and the
child has but to l0arn tl1e idea of
unity.
There are three principal step;;
in teaching a number: 1. The
pure number. :2. The sign of tl1e
number. 3. The application of
the nun1her.
Leave the pupils to watch the
teacher <tnd clescri be accurately
what he does.
Great care should be useJ about
the language in which the answers
are gi1•e:~. Never >~.ccep t anything
but complete and correct ~tate­ments.
You have now gi l'en the child
the idea of the pure number one,
the next step is to teach the sign;
this is more dillicult. It ie: neces·
R<ny to ~how some sign to repre­SPnt
the numlJer; draw a cube on
the board, an<l ask: 'How many
have I'?' Pupils; 'You have
one.'
'1'1 1e J·c 1 e a i·! 3 g1· ven 1J V tl1 e u~e o f / Explain to them that this sign ir-·;
some obJ. ect, or ob]. ee·t s wh1. ch the too long ' and represent it by 'a
chl· ld sees as a con·c rete form but Rtraight mark.
does not name. That which is placed The third step ie to apply
before the chilcl.suggeRts the idea of / tl:e figures ; the number one is more
pure number. U::;e blocks of uni- cltfficult to apply than the others.
form size, shape and color. APk them what things they see
It is claimed by some that it is one of in the room, they will say:
not necessary to teach the number '-One stove,' '·One rle~k,' etc.
one, as. every child knows it; much now TO TEACH THE NU)JBER 1'\VO.
time need not be used, but it should
at least be introduced and applied.
HOW '1'0 TEACH TilE NUMBER o;-,E.
The teaeher holds up a block and
a~:>ks: 'How many have I?' Pu­s:
'You have one.' The teacher
The teacher holding up two
blocks asks: '•How many have
I?' If they cannot tell, y ~ u must
explain to them that you have
two. After taaching the uure num­bers
and the sign, teach them the
TIIE COLLEGE RECORD.
application. The other figureR are
taught in a similar manner.
When the numher ten is intro­d
ucecl, new eli fficul ties arise: they
have pre\'iously only kn0wn one
figure, no'' they must use two.
Ten is considered as another kind
of unity, another kind of ones.
So we write the figures one, but
to show that this one cone contai ns
ten times as llJany as the otherf'
we mO\'e it to the left and call it
one> ten. To show that the one is
in the second place, a r·ypher iR
put in the first place. Teaeh the
children that the cypher here
means nothing. Ten toothpi~kR
may be used and bound together
to teach them the idea of a ten.
must continue measuring nu Jnberl'
from one to ten, until the greatest
mechanical «kill is reached.
A great diversity iu the manner
of expression may now be used.
Applied examples should be gath­ered
from the child's surround­ings.
Lead them to invent examples,
and to do so grant to the pupil first
solving an example, the priYilege
of giving one to the class.
The first half of the third year
is taken up in the consideration of
numbers trmu 100 to 1000; during
the second half uf the same y~>ar
the four funclat11ental principles in
abstract and concrete numbers are
introduced with unlimited range.
The chii(lren must be held here un­Mental
and written arithmetic
til they fully understand the rela- should not be separaterl in to two
tion bPtwcen one and ten. The different studieC'. l\lental work is the
founuation and upon this depends
1:10st important steps have now
the written work. It becomes nee­been
mastered during the fir,;t
essary in large numbers aml when
year, which is not too long if the
\\'ork hn,s Lcen thorough
The process of measuring a num­ber
by thot:le already learned is high
ly important.
In :50me eases depending entirely
upon the ability of your pupilR, the
objects can be clisconti nued after
the numbers four and five h:n·e
been taught; but the time has cer­tainly
come when objects should
be discarded after the teaching of
the number ten.
several are in\·olved to write them
down, thus written work is only
an assi~t:tncc to the nll'ntal work.
(Tolw r·onfinnt'rl.)
HAIWIET TAYLOR.
A tastr for reading will alway
take us in to the I Jest pm;si ble COlll ­pany,
and enable us to con
with men who will instruct m;
their wisdom and rharm us by thei
wit; who will soothe us when fretted
Teaching the number from ten refresh us when weary, counsel
to one hundred occupies the second when perplexed, and sympathi
year's work. The procedure is the with us at all times.-liiLLARD.
same as in the other figures; they
T H E C 0 L LEG E R EC 0 RD. \\5
~~~
EXCHANGES, ETC.
MIND YOUR. EYES.
Do not walk with .rotn eyes on
the ground; the gra Yel is apt to
wear the sight oiL
Never ~;train your 'yes in trying
to see the gooJ you have clone in
tlw world.
Other oeul istt:. besides myself,
have asserted that the best thing
for the eyes is neYer to call another
man a liar.-A. \V. BELLAW Ill
:\Iedical ReYiew.
HOW TO KEEP YOUNG.
Xever get up in the morning un- The following, which is making
til you have fin.:topened your eye~, the round of the newspapers, con­if
it takef'l you until noon. tains much truth: 'Past grief, old
Many a young man has a young <tngers, revenges, even past pleas­woman
in his e_ve, who will effectu- ures. constantly dwelt upon-all
ally impair his sight for the rP- dead, decaying, or decayed thought
mai nder of hiH life. -make a ::>epulchcr of the soul, a
Xe,·er throw your eyes suddenly I cemetery of the body, and a weath­to
the hard pa,·ement; you are er-beaten monument of tho face''
likcl;; to cripple them. · Thi~ is age.'
Do not try to look too fa1: into ·'The women who never grow old
the depths of the eyes of the young are the f'tuden t \\·omen-those who
lady ; it iR CPrtain to make you near daily drink in new chyle through
f'igbted . memorizing, thoroughly analysing,
· \\'hen people tell ' you they see and perfectly ar;similating oubjects
miochief in your t>yes. you should apart from themselves.'
go to an oculii-it and have it re- 'Study is development-is eter-moved.
nal youth.'
In keeping one eye on your
neighbor, you should fre<luently
change the eye.
I know a young man who per·
manently injured his eyes by try­ing
to see the bald spot con1ing on
top of his bead.
Some men haYc glass for an eye.
That is bad, but it is worse to have
an eye for the gla'3s.
It is said to be a good thing to
'keep an eye out,' but it is better
to keep two eyes in.
·'The student woman who makes
wi~Sc use of her acquisitions has no
time to corrugate her brow with
dread thought of the beauty-des­troyer
leaping fast behio d her.'
'Not consid~::red or invited, old
age keepl:l his ditStance. Brain
culture, based on noble motive,
means sympathy, heart gentleness
charity, graciousness, enlargement
of sense, feeling, power. Such a
being cannot become a foRsil.'
116 T II E C 0 L LEG E R E C 0 RD.
•·uou made the human body, and been rrreat reader:-:. but rather f.·om
it is by far the most exquisit and those who hflve li,·ed and loved
wonuerful organization that has and fought. Ruch works as those
come to us from the Divine hand. of Horner, Rh;tkespeare, Fielding,
It is a ;.tudy for one's '·hole life Scott. GoetllC, I fugo. \rcrc not
time. If an unde,·out astronomer '·ritten in the atmosphere of the
is mad, an undevout physiologist I ·tudy.-MH .. ]oJI:\' A. IIosso~ in
is yet madder. The Rtomach, that Contem. Review.
prepares the body's support; the
vel'sles that dL;tribute the supply; I The foliowing are culled from
the arteries that take up the food the \nitings of J. J. Rousseau:
aud send it around; the lungs that ''All that we have not at our
aerate the all-nourishing hlood; birth and that we n(;ed when grown
that muscle-engine which, without np, is given us by eJucation.'
fireman or engineer, stands night I 'In the natural order of things
a11d clay pumping and driving a all lllen arc C<lual; the vocation
wholesome stream with vital irri- common to all is the state of man­gation
through all the system; the hood; and w boever is well trained
nervous e.ystem, that unites and for that. cannot fulfill badly an.''
harmonizes the whole band of I \'OCation which depends upon it.'
organR; the brain. that (11\·ells in 'lie who has lived mo~t ts not
the dome high above all, like a he \rho has numbered the most
true royalty-these with their yearR, but he who hn.s been mof<t
various and wonderful functionR, \ truly conRcious of what life is.'
are not to be lightly spoken of, or '·Lov J other~; and they will lc)\·e
irrever~ntly held.'-l!ENHY \\'.\IW I you; 8erve thcn1 and they ''ill
BE:El'llEH. sel'\'C:: .vou; he their brother and
they will be yom children.'
I believe the time will come w ht'n
we Ehall have aJ,•anced far enough 1 Lord \Yilmingtnn once obsenecl
in clear notions of eclucation to ad_ of the Duke of ~eii'Ca~tle, thPII
mit that, taking lotO\Yledge as a prime mini~ter of En~land. 'l[p
whole, more can be learned from loses half an hour c,·ery morninl!.
the smallest man alive than from and runs after it duri11g all tlw
the greatest dead. * 'k * The day. without being able to over­t:
mme vulgar protestantism which take it.'
narrowed religion into the study of
one book has narrowed education 'l'he elevation of the mind onght
into the worship of many books. to be the principal end of a.ll our
If we turn to books theml-'elves studiee; which, if they do not in
we find that the bt'Ft and greatest some measure effect, they will prove
have not come from those who have\ of very little sen· icc to us.·- Burke.

Click tabs to swap between content that is broken into logical sections.

Ttl~ GOLLEGE R~GORD.
ISSEUD TWICE EACH MONTH, AT LOGAN, UTAH. SUBSCRIPTION,
75 CENTS PER YEAR.
Entered ttt ~he Post office. Logan, Utah, as sceonr:;s exi.,tecl in the
hall~:; ~Ionclay and Tuesday! l\Iiss
Worthington and l\Jiss Cardon were
in Halt Lake City .
Our military department is on
tlw m:ueh. \\' e hope our new go,·­e}
·nor 11 ill supply us with a com­plete
set of arm~;;.
The B. Y. College was largely The Brigham Young College
r epre~entNl at Conference. Alumni will hold their aunual
mceti ng at the end of this school
ThH prP,ent state of the 1\'t>ather year. Th(' Y expect to havea gram!
s \'t>ry di,:eouraging to the botany I ball and bauquet.
la!':;.
Timely :1 nrl ,-aluable i nstrnctions
1r e;·p gil'l·n the students in our gen­end
meeting on \\'edtH:''day last.
It is to the credit of the editors
The .\.g ricultural College Exper­iment
Station has lately issued it::<
''Third Annual Report.' Send for
one and make a study of it.
All the studcntB who attended
at nothing of a pcr1-'onal cbarac- the dedication of the Salt Lake
appears in the colunJns of the Temple say the services were sim­ple,
appropriate and beautiful, and
that the delicate beauty and gran­that
a boy has a bE't- deur of the interior of the great e eli­chance
for enjoyment than has fiee is beyond expression.
102 TIll·: COLLEGE H. ECO RD.
The chf's in botanY is '-OOn to
take a trip bv rail to the lo11·er val­ley
for the purpose of practiee in
micrnscopical analysi>'. and al~o to
collect son1e itlercd tho chair of
biology and metallurgy iu the Uni­versitv
of Utah. Dr. Talmage is a
fine t~arhcr and an accomplished
:;:cholar. We 5hall regret to fit!e him
leave the Church School service,
Conference is over, and we have l!l't we ll'i:-;h him every success i n
resolved to ply arduou'ly our 1 case he shall enter the Univer,.;ity
studie~ for th_e rei.naining Ei_x weeks I as 2• professor. If he does not. how­of
schooL \\ e will now qmt pleas· ever, 'hy 11ot employ the talented
nre secJ..ing, except that which profeRRor to di\·ide his tin1e among
is the result of new acquisition of the three leading Church Fchools at
lm01dedge and a sense of duty. I Logan, Salt Lake City, and Provo·?
The beautiful r scientifiic game, some­thii
g nearer their stanclanl-foot­ball
or steal-stick. .
We regret that Mr. Bramwc1l has
'He gave t.o misery all he had-a
tear. He gained from heaven ('t\\·as
all he wished) a friend.'
resigned his office in the Philo- One of the ablPst educational
mathic, and the leadership of the pers reaching our table is the CoL­College
choir, and has discontinued LEGE REcoan, issued twice each
school; also that Mr. Hulme has month by the studE>nts of the Brig­discontinued.
Hence the changes haru Young College, Logan.
in our editorial staff. of its papers are ahlc enough to
credit to any magazine in the conn
\V e observe that Dr. J as. E. Tal- t1-y.- Ogden Standard.
TllE COLLEGE RECORD. 103
DESIGN IN NATURE.
IX.
Kant, the great Cierman philoso­p
h er, gives it as his opinion that
the proofs drawn f rom nature of
the exiFtence of the Deity is 'aR
old a the rea.on of man.' In sup­por
t of this opinion, q notations may
be made from various writers.
Anaxagoras, born about five hun­dred
years before the Chri~tian era,
argued that 'mind must be admit­ted
as controlling everything in the
world, because everything indicates
dcl'ign.'
A quotation ft·om Socrates ha;.:
already been given. It continues
in these \\'Ords:
Cicem (lOG-43 B. C. ) in one of
his treatiser:;, makes Velleiu' o:ay:
We cannot but be satisfied of the exis­tence
of a deity, because all, as well fools
as philosophers, are possessed with in­!(
rafted, or rather innate and con natural
apprehensions of one.
The argument here alluded to i;;
a btrong one. It is that there muf't
be a God, from the fact that all
have intuitive conceptions of a per­fect
bt-i 11g, who i,; therefore the nec­essary
com ple111en t of human facul­ties,
and ..vithont whom the~e facul­tie
· have no explanation. It is not
strictly a design argument, holl·­ever.
by the method of analogy.
When you view an imal(e or a picture,
you imagine it wrought by art; when you
behold afar otf a ship under sail, you jud!(e
it is steered by reason and art; when you
see a dial or a water-clock, you believe the
hours are showed by art and ;;ot by
chance: can yt>u then imal(ine that the uni­Yerse,
which contains all arts and all arti­ficers,
can l'e void of rea;on, void of under­standing'
Is it not to be admired that the ears If that sphere lately made by our friend
shou ld take in sounds of every sort and yet Posedonius, which shows the course of the
not be too much filled with them? That the sun, moon, and five wandering stars [plan­fore
teeth of the animal should be formed ets I as it is every day and ni!(ht performed,
in such a manner as is e' idently best fitted were carried into Scythia or Britain, who
for the cutting- of its food, as those on the in these barbarous countries would doubt
side for !(rin~ing it to t·ieces? . That the I that reason p~esided in that work?
m•.wth tl11oug 1 whtch the food ts convey- lie contmues that Archimedes,
ed should l·e placed S<> near the nose and in representing the motions of the
eyes as to prevent the passage unnoticed of 1
whatever is unfit for nourislunenl? * * And g],)he, does not show a kr,owledge
canst thou still doubt, Aristodemu 5, equal to that of the power w bieb
whether a disposition nf parts like this causes these motions, since 'the
should be the work of chance or of wisdom copy is so infinitely beneath the
:tnd contrivance? original.'
It seems that Socrate::; aimed Thomas Aquinas (1227-1274
rather to illustrate the Creator'' says the existence of God may be
wisdom and power tha11 to prove proved iu five ways, of 'rhich only
H i s existence. t h e fifth is of a kind similar to the
101 TilE COLLEGE RECORD
rl'n.soning in the! only
JW'ple th:1t have ion
th:1t the Uni1·ersity is ro~pons­ible
for what appear::; in the Chmn­iclc,
it wunltiotwble Teaching,'' a~ throw­ng
unwarranted su,;picion on tile
University Faculty. His objec­tion
i~ a good otw. This heading
not mine. I wa. in Salt Lake
and the printer inserted this b•ad­without
my knowledge or consent,
nclleft out the heading ·•J)er;ign in
ature' which I wrote for both the
the first prop.),;ition above;
I ~aid nothing about per~onal intelli­gance.
\\'hat I in- full land-owner; Lord of the. oue
tell igencfl in SOillC way re;e1n bles the ]1Jst ear as well as of the gathered
known tinite intelligence; hot Prof. Paul i 1 ock~· 1 0 d f tl tl d 11 . ~ . . . ~ 1 ', _, r o 1 e ea r 1 au a
substitutes an unknown ll• h1s equatiOn . . h . . .
without any \lOrd of proof ~s to its pas- ttmt 1;.; t erem. It a Law-gt~'er has
scssing the necessary qualitieg-,uflki- been proved, that is su{Iicient; and
ent rt>,eml.Jlance to the known. Pe!l~aps it need not be ~hown what par­he
will say .that God, as taught by Moses, ticular deity we mean 11·hen we re-is
generally accceoteumvtion. The general i!:-> no new thing, and is
third is the other to w b ich he gives atheistic O_!lly when it claims that
amn>er. nature can cio, \Yithout intetl-
Thi~ is what :\Jr. Roylance said tion, preC'ioely wh: .t man cnr1
in his fir~t eritici~m: do •mly by foresighL, skill and
We fear the pnfcssor, with all Ill~ intention; namely, that it can
le<1.rning, know:; buL little nf the writ select and pr(lpagate only fit form:::,
ings of cmine11t evolutionists and ag- or those \\'hieh we recognize as
n(Js 1ic;, else he woulu knol\' that they wisely constru('ttcl. The doctrine
and they alone have shown the exist-ence
of orderly sequence in nature. of eha1wc in~tead of cle'ign or provi­He
1\'RS remindt:l' i11 nature as n.1chole. animals, '~onw without ieet, S'>nre
The 11 orr!;;: in italic' show the witlrout han(l~, son1e without mumh and
eh;111ge:-- tli, t·ritic ha..: made in hi.:
fin:-t statement. ''Cosmic philos­ophy''
i;;: a va~-;tly different thing
frorn '·orderly se(1uenet>,' and by
face,' etc. * * * But they prctenrl
that thPse monstrous, irregul<>r shapes
of animals arC' not now to be found. be­cause
by reason of their inept fabric,
they could not propagfl.te tbeir kind by
adding the (>X 're;.sion 'as a whole' o-eneratiun a~ neither inueed preserve
he co~siderabiy ehangps the idea ~heir own' existence. And that this
of 'sequence in nature.' So also, atheistic Hppointing
genuine old theory, which my rritic as the venomous diatribe aim­thinks
is new and yet seems afraid ed at me by the editor of
to champion. the Chrrmil'le, slwuld go forth as
In other plaees th<1 critic de· if from the U ni 1·er~i t.1· l'tuden tF,
mands to know whether 'it is many of whom I know as respected
manifestly wrong to critici~:>e a per- friends, it may be correctly said
son so immaculate as Prof. Paul.' that the article is all the better fo r
To this pleasantry he adds furthrr that; otherwise it would not be
that I am either ''hypocritical or a good concln~ion and MlnJmary of
absurd;' that my ''defense ifi a the argument of the editor who it~
questionable support' to theology, bringing odium upon the Univer­a~
he has 'ohown;' that I have. sity by pnblil4hing aH edito rials
·'with evident intent to drceivP,' jwhat is truly representative of
infl'rred that he opposes religion; neither teacherl4, student~, nor pn.t­and,
finally, that ·'true religion- rons, and by libeling a friend of
the broadest and the best-[hear! the institution he misrepresents.
hear!] can very well do 'ithout .J. H. PAUL.
such sophistry as that indulged in [The following ,,·as rPceil·ed aftPr the
by Prof. Paul.' aliove was in typP and just as we were
voing to !ti'C~S-ED. JontXAI,.I
~ow, there is i4omething grates- To THE Emnm OF 'fiiE UNrvERSJTY
nue in all this, coming from a per-
R.1o n .. who declares the simple ex- Chtonicle:
i. tcnce of the deity very doubtful. In the reply to Prof. Paul pub-lished
in your paper it is stated
If we put these contrastrd pieces that he 'lets pass n0 opportunity
of testimony sirle by side, we may of trying to injure the reputation
inde!'d fail to find out just what of +he Oniven;ity.' I dec;dedly
l\Ir. Roylance does believe, but we disagree with the writer. Prof.
shall acquire a judicinl balance of P9.ul, as late as last Saturday at the
convention of F, 10~
tl,ink he has ne1t·r intenrled to in­jure
the Univer,.:ity, but,ou the con­trary,
I believe thftt in him the
UJ,iversity ha>; three nature!3 make
the perfect being.
A cry is being raised in some
parts, that state universities are
turning out infidels'? This is, per­haps,
true, but why blame the state
!'lCllools for doing their work \Yell­training
the intellect only-if they
do make infidels. \Yhy not infuse
a deeper spirituality into the
church? Would not this counter­act
the work of the school? Has
the Christian church made as much
progress the last fifty years as the
school? I don't know·. Who will
an:-:wer the y uestion 1
The vhureh den.!::; with man''' mo­tive
nature, refines his sensibilit.y,
anrl dcepcm; bis Faten
society would be an unnatural riv­alry
bet11een the two systen1s.
From this, ho1Yever. there is little
to fear. as t.!wre is a powerful fac­tor
arif'ing on m iclrlle ground be­tween
the state uniYersitics and the
chnrc~1. ThiH is the liberal en­dowment
and free >;upport of
Church schools. Both religiout>
instruction and intellectual train­ing
come within the environments
of the church ~choo 1. 'l'he teachers
in church schools are equally in­terer;
ted in church and state. The
mission of the ch nrch S' hools is to
make their pu pi Is faithful to the
church and loyal to thell' country.
Each school has its own particu­lar
mission to fill. There is room
for all and need of more. J\: o UJJ­kind
criticism should be · made by
any. Let the schools support the
church; the church, the schools.
Society needs both.
w. H. APPERLEY,
110 THE COLLEGE RECORD.
ETHICS. be more complex thnn intellectual
science, which is the product. of the
(CONTI 'UED.) intellect only.
Other definition~; and remarh: I The office of the intellect is to
Paley, 'Ethics is that science furniah ideas. Witlwut intellect
which teachh
~cienf:e of moral law.' Fairchild, neither motives nor authority.
''The science of obligation or duty.' Brutes arc inqJellcd to action by
In considering the suLject of in~;tinct, or. impulRP without know­Ethic~
we will take the definition ing why, but man is free to choose
quoted frorr Hopkin::; in our last and his conduct from choice makes
notes, and here repeated; 'Ethic~ him a rational. moral being.
is the science of man, choooing and l£~Ii\IA STODDARD.
acting from choice, under moral
law''
From the above definition the
RubjPct is uaturally divided under
theoretical morals, and practical
morab. It also makm; man a ra­tional
Leing as well as a moral
being. There must also be sensi­bility
for motive~. and will f.
Our Author says tl at ''we can no Knowledge \\ ould 1~ot be pursued
more ha1·e moral scicne,~~
rights or obligatiom, only with per- f S h 1 d A ' t' J·~
S0t1f.. '·ho arl~ capable of enjoyment ' G 00 s an SSOGla lOllS. I
or ;;u fTering. The exiRtPnce of be- ~~~:'f~~~~~1> ~~
ings having a sensibility anrl. mo- ~....,._..._
tive:=;. is a prerequisite to moral
ic!Pas. Those ideas can have no
1
TEACHING OF R.EADI G.
uch rel::ttions in the nature of CONT t ~uEo.
thinrs. af' have those of !'pace and I In the third reader, supplcmen­t
inle and mathematics, hut only to tary reading may be practiHcd. It
tl1e nature of persons. and of these should be brief, pointed. and inter­as
capable of enjoymrnt and Rntfer- esting. Descriptions of animalH in
ing. \\'e thus have to deal iu natural history, of pla,•es in geog­ethics
with the product of the in- raphy, of heroe,; in history, of fairy
• tcllcct, the ~~· ill. the c;enfiibility, and tales from the best ~~rit ac<1uirecl the habit of con - reading. and alf'o effective uatural
sultilig it. reading, therfi laid down is that \\·hole circle of general knO\\·leclge.
of ripe ~->cholars and talented teach- In thi;; ]e .. son, above all teach
en;. The Rchool readers are to be them to read, antl when they have
nJasterccl. They arc to be chewed ·~ completed the fifth reader tlwy
and digested, not tasted :tlid swal- should be able to read nn.turally.
luwed; hut do not confine yourself ! flu ently, and int.elligentlj·. Have
to these books. They will grt>W old them do more refa gn·at
the reading of U. S. Ui:;tory or part of human ]parning. Etluc;: ·
PbyHiology. or both, altcrn;Lte with tion is in tlwir gra;-;p when they can
the regular reading lesRons. Alf':o read. Prcci:-;ion in Jion in ~' p'ak i ng. which on],·
tary reading. EYcry piece used \ COOlf't:l from cletinitc and orderly
should have some positive merit, I thought. l{eading is the most im­and
most of them should be the portant branch taught, and mall.Y
productions of standard a 11 thors. other branches are merely aidR to
Re not over-anxious in reading to it or different phac;es of it.
keep down to the lcYel of tho stu- Knowing the importance of this
dents' comprehension. They un- branch the teacher, himself a good
~.ccep t anything
but complete and correct ~tate­ments.
You have now gi l'en the child
the idea of the pure number one,
the next step is to teach the sign;
this is more dillicult. It ie: neces·
Rks: 'How many have I?' Pu­s:
'You have one.' The teacher
The teacher holding up two
blocks asks: '•How many have
I?' If they cannot tell, y ~ u must
explain to them that you have
two. After taaching the uure num­bers
and the sign, teach them the
TIIE COLLEGE RECORD.
application. The other figureR are
taught in a similar manner.
When the numher ten is intro­d
ucecl, new eli fficul ties arise: they
have pre\'iously only kn0wn one
figure, no'' they must use two.
Ten is considered as another kind
of unity, another kind of ones.
So we write the figures one, but
to show that this one cone contai ns
ten times as llJany as the otherf'
we mO\'e it to the left and call it
one> ten. To show that the one is
in the second place, a r·ypher iR
put in the first place. Teaeh the
children that the cypher here
means nothing. Ten toothpi~kR
may be used and bound together
to teach them the idea of a ten.
must continue measuring nu Jnberl'
from one to ten, until the greatest
mechanical «kill is reached.
A great diversity iu the manner
of expression may now be used.
Applied examples should be gath­ered
from the child's surround­ings.
Lead them to invent examples,
and to do so grant to the pupil first
solving an example, the priYilege
of giving one to the class.
The first half of the third year
is taken up in the consideration of
numbers trmu 100 to 1000; during
the second half uf the same y~>ar
the four funclat11ental principles in
abstract and concrete numbers are
introduced with unlimited range.
The chii(lren must be held here un­Mental
and written arithmetic
til they fully understand the rela- should not be separaterl in to two
tion bPtwcen one and ten. The different studieC'. l\lental work is the
founuation and upon this depends
1:10st important steps have now
the written work. It becomes nee­been
mastered during the fir,;t
essary in large numbers aml when
year, which is not too long if the
\\'ork hn,s Lcen thorough
The process of measuring a num­ber
by thot:le already learned is high
ly important.
In :50me eases depending entirely
upon the ability of your pupilR, the
objects can be clisconti nued after
the numbers four and five h:n·e
been taught; but the time has cer­tainly
come when objects should
be discarded after the teaching of
the number ten.
several are in\·olved to write them
down, thus written work is only
an assi~t:tncc to the nll'ntal work.
(Tolw r·onfinnt'rl.)
HAIWIET TAYLOR.
A tastr for reading will alway
take us in to the I Jest pm;si ble COlll ­pany,
and enable us to con
with men who will instruct m;
their wisdom and rharm us by thei
wit; who will soothe us when fretted
Teaching the number from ten refresh us when weary, counsel
to one hundred occupies the second when perplexed, and sympathi
year's work. The procedure is the with us at all times.-liiLLARD.
same as in the other figures; they
T H E C 0 L LEG E R EC 0 RD. \\5
~~~
EXCHANGES, ETC.
MIND YOUR. EYES.
Do not walk with .rotn eyes on
the ground; the gra Yel is apt to
wear the sight oiL
Never ~;train your 'yes in trying
to see the gooJ you have clone in
tlw world.
Other oeul istt:. besides myself,
have asserted that the best thing
for the eyes is neYer to call another
man a liar.-A. \V. BELLAW Ill
:\Iedical ReYiew.
HOW TO KEEP YOUNG.
Xever get up in the morning un- The following, which is making
til you have fin.:topened your eye~, the round of the newspapers, con­if
it takef'l you until noon. tains much truth: 'Past grief, old
Many a young man has a young epulchcr of the soul, a
Xe,·er throw your eyes suddenly I cemetery of the body, and a weath­to
the hard pa,·ement; you are er-beaten monument of tho face''
likcl;; to cripple them. · Thi~ is age.'
Do not try to look too fa1: into ·'The women who never grow old
the depths of the eyes of the young are the f'tuden t \\·omen-those who
lady ; it iR CPrtain to make you near daily drink in new chyle through
f'igbted . memorizing, thoroughly analysing,
· \\'hen people tell ' you they see and perfectly ar;similating oubjects
miochief in your t>yes. you should apart from themselves.'
go to an oculii-it and have it re- 'Study is development-is eter-moved.
nal youth.'
In keeping one eye on your
neighbor, you should fre